Preventing Emotional and Behavioral Disorders in at-Risk Elementary School Students: A Randomized Control Trial of Class-Wide Function-Related Intervention Teams

Introduction: The need to improve school-based prevention for youth with or at-risk for emotional and behavioral disorders (EBD) is widely noted. Although between 10-20% of school-age children experience emotional and behavioral problems, most never receive interventions. Such students are often not identified until they have exhibited serious problems over multiple years. Early, evidence-based interventions are needed to prevent students at-risk for EBD from experiencing the social skill deficits, problem behaviors, and academic difficulties typical of such students. We investigated the effects of Class-wide Function-related Intervention Teams (CW-FIT) on elementary students identified as at-risk for EBD.

Methods: A randomized control trial was completed with 160 elementary school teachers in 19 schools across three states. Direct observations and teacher ratings were completed (during baseline and intervention conditions) on 350 at-risk students. CW-FIT was implemented for approximately four months in treatment classrooms. Several statistical analyses were conducted including robust means modeling, latent growth curve modeling, and multivariate linear regression.

Results: Statistically significant increases were found for CW-FIT compared to control classrooms in students’ on-task behavior and teacher praise statements. Student disruptive behavior and teacher reprimands also decreased significantly during CW-FIT. Implementation resulted in significantly improved teacher ratings of students’ social skills and academic competence. Higher fidelity of implementation was associated with improved outcomes. Results indicated that 88% of teachers enjoyed using CW-FIT; 94% found it easy to learn and implement; 96% found the use of teams and points helpful in improving student behavior; 92% learned new skills to manage student behavior; 92% would use CW-FIT with future classes; 90% would recommend CW-FIT to colleagues; 96% reported that students liked CW-FIT; and 100% agreed that students were more engaged when CW-FIT was implemented.

Implications: CW-FIT is a promising intervention for improving outcomes for elementary students at risk for EBD. These results are important, given the critical role of student engagement, social skills, and academic competencies in school success. Without intervention, such students are at increased risk for a variety of negative outcomes including school failure, dropout, and later employment difficulties. To support the academic engagement of these students, it is recommended that teachers use a variety of strategies including positive classroom rules and expectations, explicit instruction, increased praise, student feedback, positive reinforcement, and group contingencies. CW-FIT, which employs such strategies in classroom settings, appears to be a viable approach for early intervention and prevention efforts in elementary schools.